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Aim.  This article presents a discussion on how to maximize nursing students’ learning about research for evidence‐based practice in undergraduate, preregistration programmes. Background.  Evidence‐based practice may use information from many sources, including research. Research utilization concerns the translation of research findings into practice. Thus, while evidence‐base practice may not be solely research‐based and hence more than research utilization, research remains an important ingredient in ensuring quality and cost‐effective care and an academic requirement for nursing students undertaking a science degree‐level qualification. Nevertheless, how educators can best support research‐related learning and application remains uncertain and requires discussion. Data sources.  MEDLINE, CINAHL, Social Science Citation Index, British Nursing Index, and Intute were searched for papers published 1980–2011 using the following search terms: research, research utilization, evidence‐based practice, learning, teaching, education, training, nursing, health, and social care. Discussion.  Nursing students need to be able to value the relevance, authority, and utility of nursing research for patient care through embedding research learning in both academic and practice‐based settings. Students can be supported in learning how to access, understand, and appraise the authority of research through weaving these skills into enquiry‐based learning. Furthermore, encouraging students to undertake research‐based practice change projects can support research utilization and development skills. Conclusion.  Research should be fully embedded throughout nursing curricula beyond the confines of ‘research classes’, integrating learning in academic and practice‐based settings. Although this requires synergistic and integrated support of student learning by nurse educators, managers, clinical practitioners, researchers and policymakers; nurse educators have a pivotal role.

This case study was undertaken at a college of nursing in Northern Ireland with its first cohort of Project 2000 student nurses. The aim was to investigate perceived stress on the course. A qualitative approach was adopted utilizing Cox's (1991) transactional model of stress as the guiding theoretical framework. Data were collected through questionnaires and in-depth semi-structured interviews and analysed using a grounded theory methodology. Findings reveal that stress is perceived in relation to non-integration with tertiary education and non-integration with the ward team. This stress results from a tension between dependence and the quest for independence in the pursuit of academic freedom and clinical competence. The dependence/independence continuum has been identified as the core variable underpinning student-reported stress. Valuable insights have been gained in relation to how student nurses perceive and cope with stress associated with the introduction of the new Project 20000 curriculum, especially at this time of flux in nurse education. It is concluded that student stress could be minimized if tutors acknowledged its presence and reflected the course philosophy in their practice. Better liaison between the college and clinical areas may resolve some of the ward staff's negative attitudes and misunderstanding of the course aims. Finally, students have a need to develop clinical skills much earlier in the course than at present, in order to feel valued, to contribute to patient care and to integrate with the ward team.

Nursing research leans heavily towards naturalism, with phenomenology commonly adopted. The three main schools of phenomenology used are Husserl's descriptive approach, Heidegger's interpretive hermeneutic approach and the Dutch Utrecht School of phenomenology which combines characteristics of both. Husserl's approach--the description of ordinary human experiences as perceived by each individual--involves four main steps: bracketing, intuiting, analysing and describing. Many phenomenological nurse researchers consciously decide to adopt a Heideggerian approach because of the perceived difficulties in achieving bracketing. This paper examines the concept of bracketing (epoché) and outlines some of the practical considerations when attempting to achieve it.

Background: Prevalence of myocardial infarction (MI) is increasing in younger patients. These patients have distinct needs post MI and are also the poorest attenders at cardiac rehabilitation (CR). Little is known about how younger patients come to terms with their diagnosis, evaluate their personal risk and motivate themselves for lifestyle change. Aim: The aim of the study is to explore the issues encountered by younger patients, who have families, as they attempt lifestyle changes post MI. Methods: A Heideggerian phenomenological methodology employing semi-structured interviews was used with participants (n=7), 6–8 weeks following discharge from hospital. All participants were diagnosed with an MI for the first time, were <50 years of age and had dependent children. Framework analysis was used to identify themes within the interviews. Results: Five major themes were identified: guilt, grief, disbelief, motivation for change, and family support and involvement in lifestyle change. Post MI, family responsibilities were a strong motivator for survival and lifestyle change. The participants were keen to live healthier lives, improve their risk profile and encourage others to do the same. Conclusion: This study confirms the importance of considering the patient's age and family responsibilities within the setting of preventative cardiology. A more patient-centred and tailored approach to CR is needed with younger patients to improve uptake owing to their lifestyle and family commitments. There is need for further research in the acceptability of the current provision of CR.